Curriculum+Design

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 * - Curriculum** is the sequencing and pacing of content along with the experiences students have with that content.

- Mass education is usually deemed central and made mandatory for all students of a school or school system
 * - Mass education** refers to a state-run educational system, usually free, that aims to ensure that all children in society have at least a basic education. ( -Wikipedia )

However, there is a small group of people who cannot keep up with the normal standards of moth people, therefore an **individualized educational** plan is designed to meet the unique educational needs of one child.

__**Factors influencing curriculum**__

A good teacher must understand how children learn and develop and they should be able to support their intellectual, social, and personal development. A positive thinking teacher will understand the importance of motivation and will pass their positive attitude onto the student’s.
 * Teacher Characteristics**

Technology is broad and expansive and it can help with curriculum design. Technology is simply just another tool for teachers.
 * Technology**

Our multicultural society is a key factor and that is taken into consideration for curriculum design. Society’s expectations for its schools and schools’ response to society are both reflected in the school curriculum.Some see the primary purpose of the curriculum is the acquisition of cognitive knowledge. Some others would consider it as a program for helping pupils develop humane rational qualities.
 * Student** **background, status, and social forces**

__**Mass education**__ ( Core curriculum )

The core curriculum is a compulsory education given to most schools. To make the curriculum seem more fair, schools might add 1 or 2 elective classes normally in the areas of technology and computers. This gives the impression that students each have approximately the same number of courses. Students with several musics normally do not have to take these classes. Core curricula are often instituted, at the primary and secondary levels, by school boards. However, due to increasing specialization and depth in the student's major field of study, a typical core curriculum in higher education mandates a far smaller proportion of a student's course work than a high school or elementary school core curriculum prescribes.

A main class schedule board shows a university student which classes he will major in this semester The Core curriculum allows students to have similar education foundation which brings them together.

__Who Needs an IEP? (Individualized Education Program)__
A child who has difficulty learning and functioning and has been identified as a special needs student is the perfect candidate for an IEP. Kids struggling in school may qualify for support services, allowing them to be taught in a special way, for reasons such as:
 * learning disabilities
 * attention deficit hyperactivity disorder (ADHD)
 * emotional disorders
 * mental retardation
 * autism
 * hearing impairment
 * visual impairment
 * speech or language impairment
 * developmental delay

__**How society impacts curriculum**__ A branch of curriculum studies that investigates how society transmits culture from generation to generation has been tagged with the term "Hidden Curriculum" even though much of what is studied is hiding in plain sight.

For example, there is a whole system of rules in the school that predetermine the child’s conduct. He must come to class regularly, he must arrive at a specified time and with an appropriate bearing and attitude. He must not disrupt things in class. He must have learned his lessons, done his homework, and have done so reasonably well. There are, therefore, a host of obligations that the child is required to shoulder. Together they constitute the discipline of the school. It is through the practice of school discipline that we can inculcate the spirit of discipline in the child. These issues tend to transcend the various areas of educational inquiry as they impact upon the design, implementation, and evaluation of educational programs.

These issues tend also to be holistic and transdisciplinary, concerned with the interrelationships between various disciplines. Specific questions related to curriculum studies include the following: What should be taught in schools? Why should it be taught? To whom should it be taught? What does it mean to be an educated person? Curriculum inquirers also investigate the relationship between curriculum theory and educational practice and the relationship between school programs and the contours of the society and culture in which schools are located.

Pros : Curriculum is targeted at everyone such that no one is left out, even those who are physically or mentally disabled are ensure that they have at chance at schooling.

With a well structured and designed curriculum, students who are exposed to this curriculum are able to efficiently pick up skills which are readily applicable in life

With the implementation of Mass Education, everyone has a common knowledge foundation brought to them usually by Core Curriculum, allowing a global standard of education to be set.

Curriculum is designed in such a way that there are electives available to everyone so that they're able to pursue their own educational interests and not be totally dependable on the Core Curriculum

Cons : However, it posts a problem because many educational institutions have been trying to balance these two forces, some believe that they should be give the choice to pursue their own educational interests while some feel that everyone should conform to the Core Curriculum like everyone else.

__**Desired Outcomes of Education**__


 * be committed to improving society
 * be proactive in surmounting our constraints
 * have compassion towards others
 * be able to inspire, motivate and draw out the best from others
 * be able to chart our destiny and lead
 * be able to forge breakthroughs in a knowledge-based economy
 * be creative and imaginative
 * have the tenacity to fight against the odds and not quit


 * ~ ===__Intermediate Outcomes of Education__===

Primary
At the end of primary school, pupils should: ||~ ==== ====

Secondary
At the end of secondary school, students should: ||~ ==== ====

Junior College
At the end of junior college, students should: ||
 * be able to distinguish right from wrong || have moral integrity || be resilient and resolute ||
 * have learnt to share and put others first || have care and concern for others || have a sound sense of social responsibility ||
 * be able to build friendships with others || be able to work in teams and value every contribution || understand what it takes to inspire and motivate others ||
 * have a lively curiosity about things || be enterprising and innovative || have an entrepreneurial and creative spirit ||
 * be able to think for and express themselves || possess a broad-based foundation for further education || be able to think independently and creatively ||
 * take pride in their work || believe in their ability || strive for excellence ||
 * have cultivated healthy habits || have an appreciation for aesthetics || have a zest for life ||
 * love Singapore || know and believe in Singapore || understand what it takes to lead Singapore ||